RESEARCH PROJECT

1. English language learning in primary
education in Spain and Poland
Comparison of teaching methods and results in both countries

2. INTRODUCTION
Increasing
globalization
Rapid
transfer of
information
Developing
media
Communication
of all
nationalities
English is the most common
language to use in
communication in all over the
world

3. Context and territory
public, private and billingual schools from Spain and Poland
Why the level of English
proficiency is different
between compared
countries?
Which country education
system is better?
Why do young people in
Spain and Poland have
problems with
communication in a foreign
language, even if they
learned it before in the
school?
…is the fault of teachers,
teaching methods,
the education system or
maybe attitudes of
students?
1

4. 2MAINPURPOSEANDOBJECTIVES
Improving English language teaching in
Primary schools in Spain and Poland.
• By comparing the methods and results of foreign
language teaching in primary education in our
countries

5. Objective Methodology and technique
1. Being aware about the current English language
education system in Primary schools in Spain and
Poland.
- Research about the current English language
education system in Spain and Poland - review of the
literature, articles and data
2. Comparison between education systems between
Spain and Poland.
- Comparison of data and results
3. Discover which methodology in teaching English
language is better and most effective.
- Collect information from the pupils and teachers
preferences about the methods used in teaching
English based on questionnaires and interviews
with pupils and teachers in schools.
4. Find out what may be the reasons of different
language proficiency.
- Analysis of teaching methods based on
questionnaires filled out by students and teachers
5. Consequences of studying languages in the
professional future of every child.
- Making interviews with big company’s managers
(one company from Spain and one from Poland)

6. 3METHODS AND RESEARCH
TECHNIQUES
3.1. Population and
sample
3.2. Methodology
(quantitative and
qualitative)
5 groups of pupils (About
20 students)  5 different
schools (public, private
and bilingual)
Questionnaires given to
the children,
questionnaires given to
the English teachers and
making interviews with
company’s managers.

7. • 3.3.Techniquesa)Questionnaire for English teachers
PREGUNTAS 1 2 3 4 5
¿Le gusta el Sistema Educativo actual?
¿Sigue con normalidad las guías del libro?
¿Suele dar todos los contenidos estipulados por la LOMCE?
¿Está satisfecho con las horas que se imparten para esta asignatura?
¿Se siente cómodo con el resto de compañeros de su mención?
¿Se siente satisfecho con el nivel de sus alumnos?
¿Piensa que debería mejorar su nivel de inglés?
Por lo tanto, ¿piensa que sus alumnos podrían mejorar sus niveles?
¿Considera que manda una cantidad adecuada de deberes a sus alumnos?
¿Considera que su metodología es la adecuada para impartir esta asignatura?
¿Se siente satisfecho con los materiales que el colegio le proporciona?
¿Cree que el gobierno pone demasiado empeño en el nivel del profesorado?
En comparación con otros países en cuanto al inglés, ¿piensa que la educación
está siendo correcta?
¿Considera que enseña demasiada gramática?
¿Le dedica tiempo a preparar sus clases?
¿Suele realizar pruebas por escrito?
¿Suele realizar pruebas orales?

8. 3.3. b)Questionnaire for English language students
PREGUNTAS
En clase, ¿Prefieres hablar en inglés con tus compañeros o hacer
los ejercicios del libro?
¿Entiendes cuanto tu profesora te explica la gramática y ortografía?
¿Qué parte de la asignatura practicas más? (listening, writing,
grammar and vocabulary, reading or speaking)
¿Te aburres en clase de inglés?
¿Te gustaría seguir aprendiendo idiomas?
¿Sueles tener muchos deberes para hacer en casa?
¿Sueles hacer habitualmente los ejercicios de la asignatura sin
problemas?
¿Haces en clase actividades con el resto de compañeros, o las
haces individualmente?

9. 3.3.c)Interviewwithcompany’smanagers.
1) At the time to choose one candidate in which aspect do you emphasize
more?
2) Does the level of English of this person influences in your decision?
3) Which level of English do you require at list?
4) Which is the most important skill that a candidate must have in English for
working in your company?
5) Which is the most careful skill that Spanish (Polish) candidates present?
6) And the best?
7) How often does your company use English in daily work?
8) Does your company stablish relationships with countries that can’t speak
English fluently?
9) Does your company stablish relationships with countries that speak only
English?
10) If you had to mark the grade of importance that has speaking English for
working in your company in a scale 1-10, how important would it be?

10. PLANNING

11. 4 THEORICAL FRAMEWORK
2.1. Bilingual Schools in Spain.
ORGANIZATION.
The trend is to put stable template much more better English teachers. To be able to impart the
DLL in the best possible way.
Areas that teach English: 1 h more than English per week. Social and natural, artistic, music, EF.
But language and math are taught in Spanish.
As we have more resources, they can unfold classes, do workshops, to work with fewer numbers of students.
There is a British curriculum specific to work in these schools.
Earlier meetings between teachers and students in different schools of this type were made.
We have a consultant who is the coordinates and brings together all projects at all levels.

12. Tutor’s function
1
• All tutors have level B2 or higher English, therefore within his
tutoring taught social, natural, inglesa(que se integra en el
proyecto), artistic language and math session.
2
• Example: Social, the Roman House, studying history of the
Romans, they study the past in English, make a mosaic
drawing, learn vocabulary, in mathematics you calculate the
tesserae of a mosaic.
3
• The Advisory indicates where to get each course,
coordinating the concepts and the English grammar level in
different courses.

13. HowteachersteachEnglish
Teachers can’t assume that English will be the
favourite subject of every child so that’s why we
have to work on cross-curricular teaching to
motivate those struggle to see the relevance of
English to their own lives
In every unit, the teacher uses flashcards to see
with the pupils the vocabulary of that unit
Also they have to visit web pagespage in which
they discover things about the real world.

14. EVALUATION
Evaluation should be an integral part of the teaching and learning process
and formative. The Teacher’s Resource CD-ROM contains various tools of
observing and measuring progress, including a test for each unit, each term
and a test for the end of the school year.
READING AND WRITING
Books gives pupils strategies to learn independently.
Also provides a great variety of writing and reading activities which should
reinforce the language taught and give the pupils the maximum of self-
confidence in themselves
LISTENING AND SPEAKING
1. Recognition and assimilation of key language, and on its pronunciation.
2. They use the language through short dialogues and games, activities
which are designed to make them feel more self-confident in their English.

15. PROBLEMSOFTEACHINGENGLISHINSPAIN1. There are a lot of
problems in the oral
aspect.Are very few used to
watch English movies or
watch TV. We should start
with the oral part instead of
grammar.
3. Classes
with more
than 30-35
students.
4. An increase in the number
of hours devoted to the
homeworks of English does
not increase scores in any of
the evaluated
2. The lack of
adequate
level of some
teachers and
teachers of
English.

16. FOREIGNLANGUAGESINSPANISHCURRICULUM
TARGET: To achieve the communicative competence.
Necessary to
stablish sub-
competences.
• Grammatical
• Discursive
• Sociolinguistic
• Strategic
• Sociocultural
• Greater importance in oral rather than written language.
• Focused on cultural aspects of the language taught.
• Only classroom as a real context for developing the language.
• A reflexion about the language is potentiated for improving it.

17. The current situation of foreign language teaching in Poland
English proficiency
level of 24 percent
of Polish students is
‘minus A1’
77 percent of Polish
children learn a
foreign language
only at school or
kindergarten
Only the other 23
percent learn extra
during tutorials or in
private language
schools.
Main problems
overcrowded classes
lack of proper grouping
poor access to the multimedia tools
boring lessons focused on learning grammar
and vocabulary by heart

18. INNOVATION PROJECTACTIVITIES
10 activities
improving the quality
of students learning
and their outcomes

19. 1st. TUTOR’S CLASS
series of meetings which will take place
during the tutor’s class
the importance of learning foreign
languages
effective teaching methods, some ideas
for learning and tools to facilitate
language learning
meetings with students which took part in
international exchanges
encourage students to
take an interest in
learning foreign
languages and prepare
them to our other
planned activities

20. 2ND ADDITIONAL TRAINING FOR TEACHERS
monthly trainings for english
and billingual teachers
the latest teaching methods
and ICT tools
how to work with children
improving teaching,
rise of the level and
quality of students
learning

21. 3rd. CLASS. ENGLISH DAYS.
Meeting for
students to
improve their
fluency.
With netive
speakers
Plays:
Vocabulary
competition.
Guess words.

22. 4th. CINEMA PARTY
Cinema is so
good for children
because is an
entertainment,
way to focus their
attention.
It consists on
children can
watch a film or
canton in English
with subtitles
This activity is
volunteer
because will be
on Friday’s
afternoons and
for some parents
could be
impossible to
assist.

23. 5th EMAILS WITH BRITAIN PUPILS
Children have to send a email to the students of an
English school
At the end, those English students have to answer
and then they have the opportunity to have a free
conversation
The aim is to work with ICTs and to practice English
in order to get used to speak or write it. Also, they
will be more selves confident.

24. 6th DRAMA PLAY
They have
to do a
drama play
in English
They will be
more
fluently than
before
They will
practice the
language
Parents can also help to them, so
that they interact with the school
activities

25. 7th MONTHLY NEWSPAPER.
Individual or by
groups
News,
interviews,
investigations
…
Teachers can
also participate
Online
Digital
Updates by email

26. 8th Meal and Gymnkana in La Pulgosa
 Saturday
 Families, teachers and students
 Meal
 Games
 Gymkana
 English speakers monitors (english teachers can participate)

27. 9th EXCHANGE OF 6th GRADE WITH
THEIR CORRESPONDENCE MATES.
Following the
previous
activity of
emails
With native
speakers
A trip with
children of 6th
grade of both
centers
Develop
language

28. 10th COEXISTENCE
Time: One weekend
Place: campsite near the
town
Attend to small
workshops and activities
where they will speak
exclusively in English.